Prequiz Rubric 4t1526
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RUNNING HEAD: PORTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
0
Pre- Quiz: Moles! 1. What is the value of a mole? a. 6.02x1016 b. 6.03x1023 c. 3.15x1023 d. 3.15x1026 2. Describe how a mole is used in Chemistry ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. How many atoms are in 66 grams of Carbon?
4. What is the mass of one mole of (NH4)2CO3?
5. 25g of AlPO4 contains how many oxygen atoms?
6. Another name for a mole is a. Atomic Number b. Mass Number c. Avogadro’s Number d. Isotopic Number
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
1
Pre- Quiz Analysis 25 20 15
Number of Students
10 5 0
PreFigure 1: Pre-Quiz Analysis; Moles
Quiz Analysis Information from Unit 7 was presented in Unit 5 when we were discussion conversions. We talked about how you would use a mole to convert between the number of molecules in a certain molecule based on the molar mass. Based on the knowledge that they should have gained from that section we determined that at least 18 of the 25 students (or just under ¾ of the class should get this question correct. If 18 of the students answered correctly this would qualify as a section that could be skimmed over and the remaining seven students would pick up the information from the discussion or the required readings. In question two we expected twelve of the students to get it correct, however if 18 of them did we would be allowed to skim it. Questions 3, 4, and 5 were much more difficult. We expected four students to be able to deduce how to do these problems. Partial credit was available (.5 of a point if they were able to begin the problem correctly) but only one student received partial credit. Question six was an easier problem, and through elimination students should have been able to successfully answer this
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
problem. 18 students correctly answered this question and therefore we were able to skim this section. Students were told the correct answer. The same question was given in a homework problem and none of the students answered incorrect. Therefore this section was mentioned in class but not explained.
2
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
Mole Rubric
3
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
4
Personal Goal Setting. Students were given a set of questions on the board to answer in their course journals. Students are required to keep an up to date journal of what is going on in class. This includes everything from in class questions, and responses, to experiments and homework. Students are expected to keep it up to date and organized. They are brought to every class and collected randomly throughout the year for grading. We randomly collected the journals to see what they wrote down as their goals for this unit. The students are not typically asked to write down their responses so this was a new experience for them. The title for their entry was “Unit 7: Moles; Learning Goals.” The students were given the goals that we had at the beginning of the unit, and the rubric on the previous page. The board specifically said “I will be able to define and use moles in chemistry to convert to a number of molecules” After this they were asked: What do you expect to get out of this unit. What do you want to learn about moles? And how do you think that you could connect the concept of moles to their everyday lives or future careers. The journals were collected the next day allowing the students to take extra time outside of what they were given in class to expand on their answers, and research some other possible responses. Once collected one of the students answered “I expect to be able to use molarity well enough to do conversions without needing to refer to my book or notes. I also want to find out how people use moles to find Molarity of liquids.” This was good to know that the students knew that moles connect to molarity, but just did not know how to do that yet. All together it seemed like students knew that moles has to do with conversions, but they were unsure how exactly to do the conversions, or what the end result would be. Another student who seemed more confident with the idea of moles wrote that it can be used to determine precise measurements in a pharmacy. The technician would need to know exactly how many molecules are needed in a drug
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
5
to keep it consistent.” This very insightful answer could be correct, however I believe that this student did research on this topic. Altogether the students seemed to be confused on how exactly to use moles, however they did use good techniques to research where to find their answers. Analysis Altogether from this information that we gathered we can determine that students do moles being mentioned from a previous chapter, however they are not sure how to use them, or what it exactly entails. They do not know how to do the conversions required for moles. This information is useful not only to us as teachers but to the students as well. The students were able to look over their quiz and as we work our way through the chapter we will continue to go over the answers. After the chapter is taught again we will be able to see improvement in all areas. From the data that we gathered, we know that there is one or two students that feel somewhat confident with moles (Figure 1). Because of this we will come up with more challenge questions for these students. These questions will be extra credit, but will allow these students to still feel challenged. In previous chapters this has allowed students to continue to push themselves to see how far they can go. Without these questions we have found that students will tend to “check out” once they know how to answer the questions on the quiz or test.
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
6
Pre- Quiz Analysis 25 20 15
Number of Students
10 5 0
Figure 2: Pre- Quiz Analysis;. Moles
Based on the pre- quiz I believe that students will be more driven to learn the information. We made sure to use questions that access deeper thinking. Although many students did not know how to use moles, we know that most understand basic information about moles. This allows us to move through the “easy” questions at a faster rate, and focus on how moles are
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
7
used and how it impacts us. Altogether, using these touchstones is a good tool for students and teachers to access deeper knowledge and to get students to be involved in what they are learning and the speed that we are going at (Goodwin and Hubbell, 2013)
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
8
Works Cited Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. Alexandria, VA: Association for Supervision & Curriculum Development
0
Pre- Quiz: Moles! 1. What is the value of a mole? a. 6.02x1016 b. 6.03x1023 c. 3.15x1023 d. 3.15x1026 2. Describe how a mole is used in Chemistry ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. How many atoms are in 66 grams of Carbon?
4. What is the mass of one mole of (NH4)2CO3?
5. 25g of AlPO4 contains how many oxygen atoms?
6. Another name for a mole is a. Atomic Number b. Mass Number c. Avogadro’s Number d. Isotopic Number
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
1
Pre- Quiz Analysis 25 20 15
Number of Students
10 5 0
PreFigure 1: Pre-Quiz Analysis; Moles
Quiz Analysis Information from Unit 7 was presented in Unit 5 when we were discussion conversions. We talked about how you would use a mole to convert between the number of molecules in a certain molecule based on the molar mass. Based on the knowledge that they should have gained from that section we determined that at least 18 of the 25 students (or just under ¾ of the class should get this question correct. If 18 of the students answered correctly this would qualify as a section that could be skimmed over and the remaining seven students would pick up the information from the discussion or the required readings. In question two we expected twelve of the students to get it correct, however if 18 of them did we would be allowed to skim it. Questions 3, 4, and 5 were much more difficult. We expected four students to be able to deduce how to do these problems. Partial credit was available (.5 of a point if they were able to begin the problem correctly) but only one student received partial credit. Question six was an easier problem, and through elimination students should have been able to successfully answer this
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
problem. 18 students correctly answered this question and therefore we were able to skim this section. Students were told the correct answer. The same question was given in a homework problem and none of the students answered incorrect. Therefore this section was mentioned in class but not explained.
2
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
Mole Rubric
3
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
4
Personal Goal Setting. Students were given a set of questions on the board to answer in their course journals. Students are required to keep an up to date journal of what is going on in class. This includes everything from in class questions, and responses, to experiments and homework. Students are expected to keep it up to date and organized. They are brought to every class and collected randomly throughout the year for grading. We randomly collected the journals to see what they wrote down as their goals for this unit. The students are not typically asked to write down their responses so this was a new experience for them. The title for their entry was “Unit 7: Moles; Learning Goals.” The students were given the goals that we had at the beginning of the unit, and the rubric on the previous page. The board specifically said “I will be able to define and use moles in chemistry to convert to a number of molecules” After this they were asked: What do you expect to get out of this unit. What do you want to learn about moles? And how do you think that you could connect the concept of moles to their everyday lives or future careers. The journals were collected the next day allowing the students to take extra time outside of what they were given in class to expand on their answers, and research some other possible responses. Once collected one of the students answered “I expect to be able to use molarity well enough to do conversions without needing to refer to my book or notes. I also want to find out how people use moles to find Molarity of liquids.” This was good to know that the students knew that moles connect to molarity, but just did not know how to do that yet. All together it seemed like students knew that moles has to do with conversions, but they were unsure how exactly to do the conversions, or what the end result would be. Another student who seemed more confident with the idea of moles wrote that it can be used to determine precise measurements in a pharmacy. The technician would need to know exactly how many molecules are needed in a drug
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
5
to keep it consistent.” This very insightful answer could be correct, however I believe that this student did research on this topic. Altogether the students seemed to be confused on how exactly to use moles, however they did use good techniques to research where to find their answers. Analysis Altogether from this information that we gathered we can determine that students do moles being mentioned from a previous chapter, however they are not sure how to use them, or what it exactly entails. They do not know how to do the conversions required for moles. This information is useful not only to us as teachers but to the students as well. The students were able to look over their quiz and as we work our way through the chapter we will continue to go over the answers. After the chapter is taught again we will be able to see improvement in all areas. From the data that we gathered, we know that there is one or two students that feel somewhat confident with moles (Figure 1). Because of this we will come up with more challenge questions for these students. These questions will be extra credit, but will allow these students to still feel challenged. In previous chapters this has allowed students to continue to push themselves to see how far they can go. Without these questions we have found that students will tend to “check out” once they know how to answer the questions on the quiz or test.
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
6
Pre- Quiz Analysis 25 20 15
Number of Students
10 5 0
Figure 2: Pre- Quiz Analysis;. Moles
Based on the pre- quiz I believe that students will be more driven to learn the information. We made sure to use questions that access deeper thinking. Although many students did not know how to use moles, we know that most understand basic information about moles. This allows us to move through the “easy” questions at a faster rate, and focus on how moles are
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
7
used and how it impacts us. Altogether, using these touchstones is a good tool for students and teachers to access deeper knowledge and to get students to be involved in what they are learning and the speed that we are going at (Goodwin and Hubbell, 2013)
PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS
8
Works Cited Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. Alexandria, VA: Association for Supervision & Curriculum Development
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